COMMON BASIC CONTENTS PROGRAM FOR THE BASIC GENERAL EDUCATION

Ministry of Culture and Education of the Argentine Republic

Federal Council on Culture and Education

Common Basic Contents for the Basic General Education First edition, March 199 !"B# 9 $%$$%$$&$%& ' Ministry of Culture and Education Ministry of the Argentine Republic
(echo el dep)sito *ue marca la ley #+ 11,-&.

/he total or partial reproduction of this material is allo0ed as long as the te1t is placed bet0een in2erted commas and the source is indicated,

PRESIDENT OF THE NATION 3r, Carlos "a4l ME#EM MINISTER OF CULTURE AND EDUCATION 3r, 5orge Alberto R63R!G7E8 SECRETARY OF EDUCATIONAL PROGRAMMING AND EVALUATION 9ic, "usana Beatri: 3EC!BE 7#3ER%"ECRE/AR; 6F E37CA/!6#A9 <R6GRAMM!#G A#3 MA#AGEME#/ 9ic, !n=s AG7ERR6#36 7#3ER%"ECRE/AR; 6F E37CA/!6#A9 >7A9!/; A""E""ME#/ 9ic, (ilda 9A#8A 7#3ER%"ECRE/AR; 6F C6M<E#"A/6R; <69!C!E" <rof, "ergio E"<A?A SECRETARY OF TECHNICAL AND OPERATIVE CO-ORDINATION 9ic, Miguel 5os= "69E 7#3ER%"ECRE/AR; 6F A3M!#!"/RA/!@E A#3 /EC(#!CA9 C6%6R3!#A/!6# 3r, 5os= F6R/E" 7#3ER%"ECRE/AR; F6R "EC/6R!A9 RE9A/!6#" 3r, /orcuato Alfredo "68!6 SECRETARY OF UNIVERSITY POLICIES 9ic, 5uan Carlos 3E9 BE996 7#3ER%"ECRE/AR; 6F 7#!@ER"!/; <R6GRAMM!#G A#3 E@A97A/!6# 9ic, 5os= <AGE" G!R!BE/ 7#3ER%"ECRE/AR; 6F 7#!@ER"!/; C6%6R3!#A/!6# 3r, Eduardo Ro*ue M7#3E/ SECRETARY OF CULTURE 3r, Mario 6A36##E99 7#3ER%"ECRE/AR; 6F AR/ A#3 C79/7RA9 AC/!6# a,c, 9ic, Magdalena FA!99ACE 7#3ER%"ECRE/AR; 6F B66B" A#3 C79/7RA9 A""E/" 9ic, Magdalena FA!99ACE

FEDERAL COUNCIL OF EDUCATION AND CULTURE

President 3r, 5orge Alberto RodrCgue: "ecretary of Education and Culture of the Municipality of the City of Buenos Aires <rof, Enri*ue MartCn General 3irector for Education and Culture of the <ro2ince of Buenos AiresD 3ra, Graciela Giannettasio Minister of Culture and Education of the <ro2ince of Catamarca 9ic, 9uis A, @arela 3alla 9asta Minister of Education and Culture of the <ro2ince of C)rdoba 3r, 5uan Carlos Bocco Minister of Education of the <ro2ince of Corrientes 3r, Carlos 9oren:o /omasella Minister of Education of the <ro2ince of Chaco 3r, Manuel GarcCa "olE Minister of Culture and Education of the <ro2ince of Chubut 3r, 9uis (, 9)pe: "alaberry "ecretary of Culture and Education of the <ro2ince of Entre RCos <rof, /eresita Ferrari de Grand Minister of Culture and Education of the <ro2ince of Formosa 3r, 6rlando Ra4l Aguirre Minister of Education of the <ro2ince of 5uFuy <rof, 3iana Mohorade de @era Minister of Culture and Education of the <ro2ince of 9a <ampa Cr, 9uis Ernesto RoldEn "ecretary of Education of the <ro2ince of 9a RioFa 9ic, 5uan Carlos 8ain El 3in "chool General 3irector of the <ro2ince of Mendo:a <rof, 3omingo de Cara

Minister of Culture and Education of the <ro2ince of Misiones 3ra, MarCa 9uisa Micolis "ecretary of Education of the <ro2ince of #eu*u=n !ng, Mario MorEn <resident of the Education <ro2incial Council of RCo #egro <rof, Roberto 9uis Rulli Minister of Education of the <ro2ince of "alta <rof, Fanny A, Ceballos de MarCn Minister of Education and Culture of the <ro2ince of "an 5uan !ng, 5orge Alberto 6rellano Minister of Culture and Education of the <ro2ince of "an 9uis 3r, Carlos <once Minister of Culture and Education of the <ro2ince of "anta Cru: 3r, Carlos (ugo Muratore Minister of Education of the <ro2ince of "anta Fe !ng, Fernando Bondesio Go2ernment Minister of Education, 9abor, Culture and Religion of the <ro2ince of "antiago del Estero 3r, Eduardo Fellner Minister of Education and Culture of the <ro2ince of /ierra del Fuego, Antartic and "outhern Atlantic !slands !ng, Carlos Alberto MariGo "ecretary of Education and Culture of the <ro2ince of /ucumEn <rof, <ola del @alle 9edesma

AGENCY RESPONSIBLE FOR THE PRODUCTION OF THE COMMON BASIC CONTENTS

SECRETARY OF EDUCATIONAL PROGRAMMING AND EVALUATION 9ic, "usana Beatri: 3EC!BE

UNDER-SECRETARY OF EDUCATIONAL PROGRAMMING AND MANAGEMENT 9ic, !n=s AG7ERR6#36 TECHNICAL ADVISORY COMMISION OF THE SECRETARY OF EDUCATIONAL PROGRAMMING AND EVALUATION 3r, Cecilia Brasla2sHy <rof, Alfredo 2an Gelderen 9ic, Eduardo "lomiansHy

ADVISORY PROCESS, RECEPTION OF CONTRIBUTIONS AND WOR CARRIED OUT WITH TEACHERS AND TECHNICAL TEAMS OVERVIEW REGARDING THE STARTING LEVEL Ed!"#ti$n#% de&#nd #nd e'(erien"e s!r)e* <oll to &$$ non%go2ernmental organi:ations, !nter2ie0s and 0orHshops 0ith businessmen and 0orHers, <ublic opinion poll to 1, &$ citi:ens representing the national population, <olls through social communication media, I9a Familia 6pinaI J/he Family speaHs outK, I9os 5)2enes 6pinanI J/he ;outh speaHs outK, "pontaneous contributions and ans0ers to consultations from people, non%profit ci2il institutions, professional associations, academies, and uni2ersities, Educational programsA sur2ey of the Ministry of Culture and Education of the Argentine Republic and other Go2ernment areas, W$r+in, sessi$ns -it. s".$$% te#".ers #nd (r$)in"i#% te".ni"#% te#&s Regional meetings preparing for /he Federal Council on Culture and Education Agreements % 5uly 199.%5uly 199L, "eminarD I#e0 6utlooHs for the "tarting 9e2elI #ational Ministry of Culture and Education, "eptember -%9, 199L, MorHshop 0ith teachers for the preparation of drafts for the Common Basic Contents for the General Basic Education Bernasconi !nstitute, Buenos Aires, 5uly &$, &1 and &&, 199L, "eminar to reconcile drafts of the Common Basic Contents for the General Basic Education 0ith teachers and technical teams, RCo Gallegos, #o2ember - and N, "anta Rosa, 9 and 1$, Mendo:a, 1 , /ucumEn, 1-, <osadas, &., Buenos Aires, &1 and 9a <lata, & , 199L, Consultation seminars for teachers and technical teams organi:ed by pro2incial administrations,

PROGRAM OF THE COMMON BASIC CONTENTS Gener#% C$$rdin#t$r Cecilia Brasla2sHy Assist#nt C$$rdin#t$r 3aniel <inHas: CBC C$$rdin#t$rs /$r t.e St#rtin, Le)e% 5udith AHoschHy, "il2ia Aldero*ui, Ema Brandt, Beatri: Capi::ano de Capalbo, Adriana Castro, #=lida GarcCa MEr*ue:, 9ady Elba Gon:Ele:, <erla 5aritonsHy, MarCa Cristina MartCn de Ro*u=, Carlos "il2eyra, Claudia 8enobi Intern#ti$n#% C$ns!%t#nts 5uan Manuel Guti=rre: @E:*ue: JM=1icoOEnglandK, Marcos @illamEn <=re: J3ominican RepublicK (umberto 9)pe: Morales J"painK, MarCa do C=u RoldPo J<ortugalK, @Cctor M, BuFEn JCosta RicaK Te".ni"#% St#// $/ t.e Rese#r". #nd De)e%$(&ent Dire"ti$n #nd $t.er #d)is$rs MarCa !sabel BontE, M)nica FarCas, Adriana Murriello, MarCa !n=s <uccio

CONTENTS
Resolution #+ .9O9L of the Federal Council on Culture and Education Resolution #Q L$O9 of the Federal Council on Culture and Education !ntroduction to CBCs Common Basic Contents for the Basic General Education 9anguage Mathematics #atural "ciences "ocial "ciences /echnology Art Education <hysical Education Ethical and ci2ic education

Res$%!ti$n N$0 12324 $/ t.e Feder#% C$!n"i% $n C!%t!re #nd Ed!"#ti$n

Buenos Aires, #o2ember &9th, 199L M(EREA" "ection #o, RR, clause a, of Act &L,19 , Federal Education Act andS C6#"!3ER!#G /hat through the abo2e%mentioned standard, the Ministry of Culture and Education of the Argentine Republic, educational authorities from the pro2inces and the Municipality of the city of Buenos Aires City agree, at the head*uarters of the Federal Council on Culture and Education, on the progressi2e adFustment of the Furisdictional educational structure to the one indicated in Act &L,19 , establishing its cycles and the Common Basic Contents of the ne0 Curricular designS /hat as regards teaching cycles, the Federal Council on Culture and Education appro2ed them through Resolution #o, .$O9. CFCyE dated "eptember Nth, 199.S /hat the Basic Abilities of the Educational "ystem at initial, elementary and secondary le2els 0ere agreed in Recommendation #o, &RO9& CFCyES /hat Resolution #o, ..O9. CFCyE passed the General 6rientations, Methodology <roposals and "pecific 6rientations to agree on the Common Basic Contents according to the criteria detailed in Anne1es I3ocuments for Concerted ActionI, "eries A, #o, R and "eries A, #o, -S /hat Common Basic Contents agreed on 0ill be the basis for <ro2incial Curricular 3esign, 0hich 0ill adFust to said Contents or 0ill be re%generated based on themS /hat the preparation, discussion and consultation processes carried out along this year 0ere consistent 0ith pre2ious agreements and had the effecti2e participation of Furisdictional technical teams, school teachers representing all the pro2inces, contributions from the community, non%go2ernmental organi:ations and highly trained e1perts, achie2ing a consensus on its feasibilityS /hat said process means a fundamental milestone in this AgreementS /hereforeS

/(E TT!! "<EC!A9 MEE/!#G 6F /(E FE3ERA9 C67#C!9 6# C79/7RE A#3 E37CA/!6#D "EC/!6# 1 Generally appro2es the Common Basic Contents for "tarting 9e2el and the General Basic Education attached hereto and 0hich is part of this ResolutionS "EC/!6# & Mo2es that the Common Basic Contents referred to in the abo2e%mentioned "ection, shall be the basis for the adFustment andOor preparation of the Curricular 3esign each Furisdiction 0ill prepare as of 199 S "EC/!6# . 3ecides that, periodically, these Common Basic Contents 0ill be assessed to introduce the pertinent changes, 0hich 0ill be considered by the Federal Council on Culture and EducationS "EC/!6# L Be enforced,

Buenos Aires, 5une &&nd, 199

Res$%!ti$n N$0 45326 CFC*E

M(EREA"D Mhat has been set forth by section . of the Federal Council of Culture and Education Resolution #o, .9O9L held on #o2ember &9th, 199L and 0hich appro2ed the Basic Common ContentsS and C6#"!3ER!#GD /hat in the abo2e mentioned standard, the reali:ation of changes 0as foreseen, 0hich respecting the spirit of 0hat 0as appro2ed at that stage, contribute to its impro2ementS /hat some refer to punctuation mistaHes J1LRK, spelling J1L , &.., &L1, &L , & &K, 0riting style J1.$, 1-1, 1-&, 19&, &&&, &&R, &&9, .L$, .L1K, redundant e1pressions J19., &.$K, or the replacement of anglicisms for the corresponding "panish 0ord J19$KS /hat other changes are related to technical aspectsD paragraph 0riting style impro2ement inD Unatural sciencesV J119%1&$, 1&1%1&&KS in Usocial sciencesV J1N&K, in UtechnologyV J&&&K and in Uethical and ci2ic trainingV J.L$, .L1, .LR, .L9, . 1, . -, . 9KS 1L9D elimination of the incorrect list of chemical substances *ualified as hormonesS 1R.D correction of the e1clusion of Usolar energyV in the list of energy resourcesS &.$D e1tension of the time 0hen computers 0ere included in the teaching%learning processS /hat a paragraph is added ratifying the opinion that Utechnology and its ad2ancesV e1ist for Uthe benefit of people and public 0elfareV J&&$K and other paragraphs regarding this issue are impro2ed J. KS /hat as regards U0ays of discriminationV, Ureligion J19L, &$-K are added to Uage, se1, race and disabilitiesV and the reFection of Videologisms and fundamentalismsV as 0ays of Umoral relati2ismV J..-%..NK is e1plainedS /hat all issues related to Upersecutions, discriminations and genocideV are specifically included and a determined treatment is established for Uthe (olocaustV and the U7nited #ationsV role J&$.KS /hat in history of humanity, the Uindustrial ci2ili:ationV is eliminated as the UonlyV characteri:ation of the U0estern cultureV, considering it later as another characteristic J1-9K and the subFects on U5e0ish%Christian traditionV J1N&,&$1K are includedS /hat as regards the Argentine historical processD the Uunimpeded de2elopment e1perienceV is added to the Uradical and peronist e1perienceVS Uthe "tate reformV is added and Ueconomic transformationV is relocated, after Udemocracy reconstructionV J&$.K, Regional integration Ucontinental proFectionV processes J1-RK are also includedS /hat as regards social institutions, a more specific referrence is made to Uthe familyV J1NL% 1N , &$ , .L1, . RK and UchurchesV J1NL%1N KS

/hat the 0riting style of some paragraphs on U2aluesV J.L , . 9K is impro2edS /hat it e1plains that the human beingWs transcendence capacity allo0s him to relate to God J.L$K, that 2alues are not based only on peopleWs dignity, but also on their human nature J.L K and that their understanding on the part of students implies a contribution not only to the formation of a democratic order and culture but also to the construction of an ethical and fair society J.L KS /hat changed arose from different contributions made by pro2incial and national technical people and officials, teachers 0ho sent comments, and contributions from different sectors, among 0hich it is 0orth mentioning the main monotheist religious confessions e1isting in ArgentinaS /hat in 199L there 0ere t0o main e2ents in the tasH of impro2ing our educational systemD the signing of the Federal Educational Agreement on the part of the <resident of the #ation and absolutely all Go2ernors and the process that ga2e 0ay to the preparation and later appro2al of the Basic Common ContentsS /hat it 0as an unprecedented participatory tasHXX in ArgentinaWs history of education, 0hich 0ill be boosted by the preparation of the Curricular 3esignsX by each <ro2ince and of the pedagogical proFect of each school by teachers and other members of the educational communityS /hat #o2ember 199LWs appro2al opened a structural and program change process, 0hich reconciles the criteria for national unity and respect for pro2incial and local specific characteristics, that promotes current updating thanHs to the contributions that 0ill be made by teachersW Hno0ledge and daily e1perience at the classroomS /hat in this transformation process there is no differentiation among sectors or political parties because e2eryone beyond their differences, maHe contributionsS /hat many of those 0ho tooH some distance for many years are carrying out a 2ery important tasH today,stemming from their pasion for the endea2or and their need to ser2e our society, /ogether 0ith their points of 2ie0, they Foin us and they maHe up the 2ast maForityS /herefore, the contributions for updating and impro2ing the proFect are 0elcome, /hey correspond to the 0ide participation spirit 0ith 0hich those responsible for this tasH and official at all le2els ha2e tacHled their 0orHS

/hereforeS /(E TT!! "<EC!A9 MEE/!#G 6F /(E FE3ERA9 C67#C!9 6# C79/7RE A#3 E37CA/!6#D "EC/!6# 1D Generally appro2es the updates of Common Basic Contents attached hereto and 0hich are part of this ResolutionS "EC/!6# &D 3ecides that these Common Basic Contents are to be printed in an orderly manner and distributed to all educational establishments in the countryS "EC/!6# .D Be enforced,

INTRODUCTION TO CBCs
!n April, 199., the #ational Congress passed Federal Education Act #o, &L,19 , /he federal characteristic of that Act implies that all Argentine pro2inces and the Municipality of the City of Buenos Aires shall agree on the basic aspects for its implementation, Conse*uently, the #ational Ministry of Culture and Education Yin the frame0orH of sections . and R% promoted the agreement, represented in the Federal Council on Culture and Education Resolution #o, &RO9., 0hich defined the immediate federal discussion agenda for the application considering the follo0ing issues 1, &, ., L, , R, description of cycles and structure le2els of the Educational "ystem, 6bFecti2es and Common Basic Contents of the different cycle and le2el curricula, /eachers training, upgrading and updating net0orH, 3irect assistance programs to compensate regional differences, E*ual degrees and studies, #ational "ystem of >uality Assessment,

/herefore, the Common Basic Contents JCBCsK are part of the federal agreements for Curricular /ransformation and they are the definition of the rele2ant Hno0ledge that 0ill integrate the teaching process in the 0hole country JFederal Education Co2enantK, CBCs are the basic matri1 for a national cultural proFectS stemming from 0hich, each Furisdiction of the Educational "ystem 0ill continue updating its o0n guidelines and curricular designs and 0ill gi2e 0ay, in turn, to different but compatible institutional curricular proFects, /hat is 0hy the Curricular /ransformation process is organi:ed along three national, Furisdictional and institutional achie2ement le2els, /he #ational 9e2el in2ol2es all pro2inces and the Municipality of the City of Buenos Aires coordinated by the #ational Ministry of Culture and Education, !ts final appro2al stage is the Federal Council on Culture and Education, /he preparation and agreements on Common Basic Contents correspond to this le2el, /he 5urisdictional 9e2el gathers contributions from the 5urisdiction through the preparation of their Curricular 3esigns and it places the CBCs in conte1t in terms of regional reality, according to General and "pecific 6rientations for the <reparation of the Common Basic Contents JCFEyE Res, #o, ..O9.,K and to the Criteria for the <reparation of Compatible Curricular 3esigns JRes, #o, .-O9LK, /he !nstitutional 9e2el implies the preparation of a curricular proFect at each institution, "aid proFect shall guarantee and enrich 0hat has been established at the #ational and 5urisdictional le2els, fostering, in turn, the corresponding assessment and re2ision, /his le2el also has to construe classroom proFects de2eloped by each teacher, /he CBCs for the "tarting 9e2el and for the Basic General Education 0ere generally appro2ed by consensus because there 0as appro2al at the TT!! "pecial Meeting of the Federal Council on Culture and Education held on #o2ember &9 th, 199L JResolution #o, .9O9LK, /hey are the result of a 0orHing process 0ith academic staff and technical teams, and of a 2ery 2aluable process of consultations and contributions from the different citi:en and academic community sectors,

/hose 0orHing processes follo0 the methodology appro2ed by the members of the Federal Council on Culture and Education, 0hich is di2ided in t0o stages, /he first stage 0as called ne"ess#r* dissent, Contributions from four sources 0ere gathered, 1, <ro2incial Curricular 3esigns as 0ell as those from the Municipality of the City of Buenos Aires and other official contributions, &, Contributions from other countries through the analysis of their respecti2e curricula, ., Contributions from consultants from different disciplines selected by the Federal Council on Culture and Education, each of 0hich in2ol2es other 1$ colleagues as academic references, L, Contributions collected through fi2e sur2eys JIA poll to "ocietyIK a <ublic 6pinion #ational "ur2ey to a stratified sample of 1, $$ cases, representing the national population, the <oll IFamily 6pinionI, 0here, until no0, 0e obtained o2er LN,$$$ ans0ers, thorough inter2ie0s to .$ businessmen of the three economy sectors, polls on radio and tele2ision programs for young people, 0here o2er ,$$$ ans0ers 0ere obtained, and inter2ie0s to about &$$ #on%go2ernmental 6rgani:ations, 0hich de2elop Educational <rograms compensating or supplementing the Formal Educational "ystem, /he second 0orHing stage is called essenti#% "$n)er,en"e, !t consisted in taHing the common characteristics of so disparate contributions, structuring them in successi2e productions, e1posing them and discussing them 0ith specialists, classroom teachers and pro2incial technical teams, Considering those productions, the first one 0as called IMorHing MaterialsI, !t 0as introduced at "eminars to nation0ide classroom teachers, From 5uly &$ th to &&nd, a "eminar 0as held to discuss about the materials corresponding to the BGE, 1-$ colleagues from &. out of the &L educational go2ernments of the country attended the "eminar and their contributions 0ere considered as a fifth source for the preparation of the CBCs, /hrough the contributions from the academic staff, from specialists 0ho read the Materials, from other technical teams of the Ministry, from people or institutions 0ho spontaneously or after a re*uest made by the "ecretary of Educational <rogramming and Assessment, submitted suggestions, the IMorHing MaterialsI turned into I3rafts,I /he 3rafts 0ere sent to the educational authorities of the 0hole country, 0ho made the recommendation re*uests they considered rele2ant, /he obFecti2e of these re*uests 0as guaranteeing an open federal process and gathering different processed contributions, 6nce those recommendation consultations finished, in #o2ember 199L, the coordination team of the "ecretariat of Educational <rogramming and Assessment, together 0ith technical teams and faculty members from different latitudes, 2isited the pro2inces so as to reconcile contributions at regional meetings and proceeded to the last re2ision of the 3rafts, /he 2ersion that 0e are introducing added numerous elements 0hich arose from this last reconciliation stage,

/he Federal Council on Culture and Education 0ishes CBCs to get to all institutions in 199 and start being applied in the 0hole country, !nitially the application 0ill be partial, al0ays dynamic, open and non%bureaucratic, at the same time that guidelines or curricular designs of each educational Furisdiction of the country 0ill be updated and prepared, and then upgrading and training 0ill begin, !n this last case, the pro2inces and the Municipality of the City of Buenos Aires 0ill establish schedules and mechanisms for their implementation, CBCs for Basic General Education come in chapters, 0hich constitute a 0ay of organi:ing contents since they belong to certain scientific or cultural fields, Chapters areD 9anguage, Mathematics, #atural "ciences, "ocial "ciences, /echnology, Art Education, <hysical Education, Ethical and Ci2ic Education, !n each chapter, the CBCs are grouped in sections, suggesting to organi:e the contents according to the rationale behind the disciplines, Each section has a name narro0ing do0n the subFect around 0hich those contents are organi:ed, /hey 0ill be the concepts belonging to each discipline, procedures, attitudes and the 2alues related to that Hno0ledge, Formally, each CBC chapter is made up of an I!ntroductionI J!K, e1plaining the reasons for including the respecti2e CBCsS an I6rgani:ationI proposal J!!K, accounting for the section structure chosen to introduce the CBCsS a I3escriptionI proposal J!!!K for those sectionsS a suggested U"copeV proposal J!@K per section and cycle of the Basic General Education and IReference documentsI J@K, /he I3escriptionI proposal J!!!K includes, for each sectionD a summary e1plaining the contents their gradual introductionS the expected achievements, 0hich co2er the sHills students are e1pected to achie2e by the end of the Basic General Education, and the links between that section and the other CBC chapters , /he U"copesV J!@K proposal per section and cycle is introduced as a table to allo0 for a hori:ontal reading sho0ing the linHs bet0een the contents throughout the three cycles of the Basic General Education system, CBCs are an instrument for Educational /ransformation, but they are by no means the only one, /hey are a target point, but they also are a starting point, Mith these contents and the proposals today in force in many Argentine pro2inces and in the Municipality of the City of Buenos Aires, a Curricular <lanning process should be de2eloped during 199 specifying, at each pro2incial le2el, specific emphasis, basis for pedagogical 0orH, scopes per year, teaching methodologies, general characteristics of educational institutions, resources and other essential issues for a better orientation of the teaching processes, Along that Curricular <lanning process, the CBCs may be reorgani:ed in multiple 0ays, since the structure adopted in this publication does not establish an organi:ation to teach the contents thus mentioned, Moreo2er, and as a result of the initial application of these contents to the classrooms, it is possible to add suggestions that might contribute to continue impro2ing the Argentine educational *uality,

"ecretariat of Educational <rogramming and Assessment March,199